Inquiry Based Science Education og den sociokulturelt forankrede dialog i naturfagsundervisningen. "Inquiry Based Science Education and the socio-cultural anchored dialogue in science teaching"
AbstractThrough study, investigation and discussion of the concept Best Practice in science education (Ellebæk & Østergaard, 2009) it was shown, that the dialogue in the teaching sequences was an important factor for the children’s understanding, engagement and interest for the science subjects and phenomena. In this article we will discuss dialogue in the light of sociocultural learning theories, and relate it to Inquiry Based Science Education (IBSE), as the pedagogical and didactical method, which are promoted most strongly these years (e.g. in the inter-European Pollen and Fibonacci projects). The method is central in the action research project NatSats, where focus is on children’s hypothesizing and the way teacher’s use dialogue in their teaching or guiding of children in kindergarten and primary school. Results from the project indicate that an open and interrogative dialogue based on the student’s premises is able to support hypothesizing, which initiates explorative and investigative challenges for the students.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).